PB1780: AN INNOVATIVE INTERACTIVE CASE-BASED ONLINE EDUCATION TOOL SUBSTANTIALLY INCREASES KNOWLEDGE AND COMPETENCE OF CLINICIANS MANAGING HIGH-RISK AML
Authors: V. Harvey-Jones, S. Koekkoek, G. Adair, C. Craddock
Journal: HemaSphere (2022)

Background: Advances in digital technology platforms present the opportunity to develop new educational activities accessible to large numbers of health care professionals unable to leave their frontline clinical roles. Novel diagnostics and therapeutics are transforming treatment strategies in high-risk acute myeloid leukaemia (AML) and it is of vital importance that these breaking advances are communicated to clinicians as quickly and as effectively as possible. Up to 20% of AML cases may be secondary- or treatment-related (sAML, t-AML) to prior cancer therapy and are associated with worse outcomes. In order to achieve optimal outcomes, physicians caring for patients with AML need to have a solid understanding of the criteria for classifying newly diagnosed patients with these higher-risk subsets of disease, the factors involved in determining suitability for intensive treatment, and data supporting use of newer therapies for these patients so that they can make appropriate treatment decisions. Aims: This study aimed to determine whether online continuing medical education could improve the knowledge, competence, and confidence of hematologists/oncologists (hem/oncs) in diagnosing and managing patients with high-risk AML, using a case-based approach. Methods: Hem/oncs participated in a 22-minute segmented online multi-media activity consisting of videos portraying realistic physician–patient interactions followed by expert commentaries. Educational effect was assessed using a repeated-pair design with pre-/post-assessment. 3 multiple choice questions assessed knowledge/competence, and 1 question rated on a Likert-type scale assessed confidence. A paired samples t-test was conducted for significance testing on overall average number of correct responses and for confidence rating, and a McNemar’s test was conducted at the question or learning objective level (5% significance level, P <.05). Cohen’s d with correction for paired samples estimated the effect size of the education on number of correct responses (<.20 modest, .20-.49 small, .59-.79 moderate, ≥.80 large). Data were collected from 27/09/21 to 12/20/21. Results: Overall, significant improvements in hem/onc knowledge and competence were seen after participation in the education (average correct response rate: 74% pre-assessment vs 87% post-assessment; P<.001, Cohen’s d = 0.58, N=95). 65% more hem/oncs answered all questions correctly after the education (43% pre, 71% post). Specifically, there were significant improvements in knowledge regarding the clinical trial data that should inform evidence-based decision-making for patients with newly diagnosed high-risk AML (61% pre-assessment vs 76% post-assessment; P<0.01), and competence related to the selection of the most appropriate treatment approach for the individual patient (81% pre-assessment vs 93% post-assessment; P<0.001). 42% had a measurable increase in confidence (P<0.001), resulting in 54% who were mostly or very confident in selecting the most appropriate treatment for patients with high-risk AML post-education (27% pre-education). Finally, 95% (N=77) reported the education will improve their performance and 89% that it would improve patient outcomes. Summary/Conclusion: This study demonstrates the ability of innovative online, interactive case-based models to transform access to new educational opportunities and improve knowledge and competence of hem/oncs in diagnosing and managing patients with high-risk AML. This could lead to earlier diagnosis and improvements in the management of high-risk AML.